Nervous System Structure & Function Dr. Frank Mitloehner [email protected].
CALL and the L2 Curriculum Robert Blake UC Davis, [email protected] MLA/AAUSC session--Los Angeles...
-
Upload
dakota-aldridge -
Category
Documents
-
view
220 -
download
3
Transcript of CALL and the L2 Curriculum Robert Blake UC Davis, [email protected] MLA/AAUSC session--Los Angeles...
![Page 1: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/1.jpg)
CALL and the L2 Curriculum
Robert Blake
UC Davis,
MLA/AAUSC session--Los Angeles
January 7, 2011
![Page 2: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/2.jpg)
Why do it?
• Tracy Terrell, Natural Method (1983)– “keep them happy!”
![Page 3: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/3.jpg)
EXPERT: 10,000 hours
• Malcolm Gladwell: Outliers (2008)– Bill Gates, UW “Timesharing”
• To reach level 3:– 700 h. for Romance– 1,500+ for category IV lgs.– 2,400 h. in 4-yr. B.A.
• Classes: 150/yr. (50 X 3)• Home study: 350• 600/yr X 4 = 2,400 hours at end of B.A.
![Page 4: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/4.jpg)
The New People (our students)
• On November 9, 2004, $125 million was spent on the first day release of Halo 2
• Facebook, social computing• Texting• Mobile apps• Brave New World? • Our “new students” are captivated by
technology
![Page 5: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/5.jpg)
Which technology and how?
• Blended (curriculum assisted by tech)• Hybrid (half in class + half online)
– The best of both worlds? (SRI meta-analysis) http://www2.ed.gov/about/offices/list/os/technology/net.pdf
• Virtual (all online)– Asynchronous only– Synchronous component added:
• Text chat-IM• Video/audio/text chat
![Page 6: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/6.jpg)
The Ideal Hybrid Learner?(Blake & Arispe, forthcoming)
• Study of 64 L2 hybrid learners’ course outcomes correlated with:– Personality traits (Big Five Inventory)
• Extraversion, agreeableness, conscientiousness, neuroticism, openness
• auditory, kinetic, visual
– Verbal abilities (Shipley Living Scale)• Verbal intelligence, • abstract intelligence
– Learning Preferences• 2 days in class• Online “textbook” TESOROS (www.tesoros.es)• Wimba Classroom chats with two peers and instructors once a
week.
![Page 7: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/7.jpg)
Personality Traits: Big Five Inventory (BFI)
![Page 8: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/8.jpg)
Learning Preferences byVerbal Abilities (Shipley)
![Page 9: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/9.jpg)
Distance Learning in the UC
• Spanish Without Walls--UC Davis Extension• Spanish 2V-3V, UC Davis main campus• Arabic Without Walls--UC Irvine• Punjabi Without Walls--UCSB, Fall 2011• Quechua, UCLA, in progress• Filipino, in progress• New UC online pilot project
![Page 10: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/10.jpg)
Types of CALL:
• Tutorial CALL– Discrete programs (Rosetta Stone, Hot Potatoes,
WordChamp)– iCALL (e-Tutor, Robo-sensei, Tagarela)– Mobile Apps (MindSnacks, Arabic Flash Cards)– LangBot (S. Payne, Amherst College)
• CMC (computer-mediated communication)• Telecollaboration (tandem via videoconferences)• Social Computing (Facebook, LiveMocha, SL)• Games (WoW, Xenos Isle)
![Page 11: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/11.jpg)
Word Champ
![Page 12: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/12.jpg)
Langbot
• A vocabulary “IM buddy”
• Translations of words and collocations
• Program learns as it goes
• All data archived for research
![Page 13: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/13.jpg)
E-Tutor
• Heift, T. (2010). Developing an intelligent language tutor. CALICO Journal, 27, 443-459.
• E-Tutor has traced the L2 interlanguage of over 5,000 students over a period of five years.
![Page 14: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/14.jpg)
CMC
• Wimba Classroom:– http://ucdavislive.wimba.com/launcher.cgi?room=Roadmap_2010
• Elluminate
• Skype
• NetMeeting
• Adobe Connect
• others
![Page 15: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/15.jpg)
What about games?
• Blake, GUP (2008)
• No chapter on games
![Page 16: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/16.jpg)
Educational Games2006 Summit on ed games: “Harnessing the Power of Videogames for Learning” (2006)
Students only remember: – 10% of what they read, – 20% of what they hear; – 30% if they see visuals, too; – 50%, if they watch someone model something
while explaining it; – 90% if they engage in the job themselves, even if
only as a simulation
![Page 17: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/17.jpg)
Characteristics of a game
• Designed experience
• Role playing
• Agency
• Hypothesis testing
• Practice and feedback on demand
![Page 18: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/18.jpg)
Prensky (2001)• Games are a form of fun. That gives us enjoyment and pleasure.• Games are a form of play. That gives us intense and passionate
involvement.• Games have rules. That gives us structure.• Games have goals. That gives us motivation.• Games are interactive. That gives us doing.• Games have outcomes and feedback. That gives us learning.• Games are adaptive. That gives us flow.• Games have win states. That gives us ego gratification.• Games have conflict/competition/challenge/opposition. That gives
us adrenaline.• Games have problem solving. That sparks our creativity.• Games have interaction. That gives us social groups.• Games have representation and story. That gives us emotion.
![Page 19: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/19.jpg)
Gee (2007) Critical Learning Principle: Psychosocial Moratorium Principle: Identity Principle: Amplification of Input principle: Achievement Principle: Practice Principle: Regime of Competence Principle: Multiple Routes Principle: Situated Meaning Principle:. Multimodal Principle. Explicit information On-Demand and Just-in-time principle: Discovery Principle. Insider Principle: Material Intelligence Principle:
![Page 20: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/20.jpg)
Types of games (Thorne, Blake, Sykes, 2009):
• Social virtualities, such as Second Life
• Commercial MMOs, such as WoW
• Made-for-education synthetic immersive environments, such as Croquelandia
![Page 21: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/21.jpg)
SL cities
![Page 22: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/22.jpg)
Barcelona: 169, 68, 23
![Page 23: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/23.jpg)
Ciudad Bonita: 162, 99, 29
LanguageLab.com
![Page 24: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/24.jpg)
Types of games
• Social virtualities, such as Second Life
• Commercial MMOs (massively multiple-player Online Role Playing Games), such as WoW
• Made-for-education synthetic immersive environments, such as Croquelandia, Forgotten World, LiveMocha
![Page 25: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/25.jpg)
Put WoW screen shot here
![Page 26: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/26.jpg)
Types of games
• Social virtualities, such as Second Life
• Commercial MMO’s, such as WoW
• Made-for-education synthetic immersive environments, such as Croquelandia (Sykes 2008) or The Forgotten World (LGN 2009)
![Page 27: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/27.jpg)
Croquelandia (Sykes 2008)
![Page 28: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/28.jpg)
![Page 29: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/29.jpg)
LearningGamesNetwork
![Page 30: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/30.jpg)
![Page 31: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/31.jpg)
![Page 32: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/32.jpg)
Symbol
![Page 33: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/33.jpg)
TriWords
![Page 34: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/34.jpg)
Forgotten World >>> Xenos Isle
• XENOS: http://xenos-isle.com– Alex Chisholm (LearningGamesNetwork)
– a open-platform gaming environment for language learning first instantiated with Chinese ESL
– Concentrated on ESL learners to date but LGN invites collaborators who want to use the platform for FLs.
![Page 35: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/35.jpg)
XENOS: http://xenos-isle.com
![Page 36: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/36.jpg)
Game inventory
• TriWords: match words/definitions
• Symbols: symbols to convey meaning
• Word Scrambled: IPA symbols/sounds
• Mail Drop: pass messages on to other players
• Empty-handed: match rhymes/syllable/PoS/tenses
• InTense: put sentences on a timeline using verb clues
• Rails: collect and ship items in order to fill orders
Single-player Multiplayer
![Page 37: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/37.jpg)
![Page 38: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/38.jpg)
![Page 39: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/39.jpg)
![Page 40: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/40.jpg)
![Page 41: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/41.jpg)
![Page 42: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/42.jpg)
![Page 43: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/43.jpg)
![Page 44: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/44.jpg)
![Page 45: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/45.jpg)
Tutorial CALL <=> (S)CMC
![Page 46: CALL and the L2 Curriculum Robert Blake UC Davis, rjblake@ucdavis.edu MLA/AAUSC session--Los Angeles January 7, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062409/56649c785503460f9492da1f/html5/thumbnails/46.jpg)
References• Blake, R. (forthcoming). Current Trends in Online Language Learning. ARAL, 30.
• Blake, R. & Blasco, J. (2001). TESOROS. BeM. http://www.tesoros.es.
• Blake, R. & Arispe, K. (forthcoming). Individual Factors and Successful Learning in a Hybrid Course.
• Cobb, T. (007). Computing the vocabulary demands of L2 reading. Language Learning & Technology, 11, 38-63.
• Heift, T. (2010). Developing an intelligent language tutor. Calico Journal, 27, 442-459.
• Thorne, S., Blake, r. & Sykes, J. (2009). Second language use, socialization, and learning in Internet interest communities and onine games. Modern Langauge Journal, 93, 802-821.
• U.S. Department of Education. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington, D.C. http://www.ed.gov/about/offices/list/opepd/ppss/reports.html